Developing Quality Tuition

Effective practice in schools

English as an Additional Language

1

How Schools Tailor Tuition for Their Learners with English as an Additional Language

Pupils learning English as an additional language (EAL) share many common characteristics with pupils whose first language is English. However, their learning experience differs because they are learning in and through another language, and because they may come from cultural backgrounds and communities that have different understandings and expectations of education, language and learning.

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2006 2007 2008 2009 20100

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Perc

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KS2KS4

The EAL attainment gap at KS2 (% achieving Level 4 in English and mathematics) has narrowed in recent years.The gap at KS4 (% achieving 5A*-C including English and mathematics) is narrower than at KS2 but has widened since 2006.

2006 2007 2008 2009 20100

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Perc

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gap

KS2KS4

The EAL attainment gap at KS2 (% achieving Level 4 in English and mathematics) has narrowed in recent years.The gap at KS4 (% achieving 5A*-C including English and mathematics) is narrower than at KS2 but has widened since 2006.

However impact analysis from national KS2 data shows that tuition can significantly improve both the progression and attainment of EAL learners

2010 KS2 attainm ent of pupils w ho w ere below L2 at KS 1 (by first language)

0%

1 0%

2 0%

3 0%

4 0%

5 0%

6 0%

7 0%

8 0%

9 0%

0%

M a th s En glish M aths En glish

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2 le ve ls of progre ss L eve l 4 +

KS2 Attainm e nt

Pro

port

ion

of p

upils

Tu itio n - EA L All Pu pils - E AL Tu ition - No t EA L All Pu pils - No t E AL

s ource : 2 010 u na me nde d KS2 d ata an d tu ition d ataba se

• Tu to re d EAL lea rn ers ou tp erfo rm e d th eir p eers in bo th p ro gress io n an d th resh old m ea sures

• EAL le arn ers who re ceive d tuition a lso ou tp erfo rm e d non -E AL learne rs wh o did no t re ce ive tuition

2010 KS2 attainm ent of pupils w ho w ere below L2 at KS 1 (by first language)

0%

1 0%

2 0%

3 0%

4 0%

5 0%

6 0%

7 0%

8 0%

9 0%

0%

M a th s En glish M aths En glish

10

2 le ve ls of progre ss L eve l 4 +

KS2 Attainm e nt

Pro

port

ion

of p

upils

Tu itio n - EA L All Pu pils - E AL Tu ition - No t EA L All Pu pils - No t E AL

s ource : 2 010 u na me nde d KS2 d ata an d tu ition d ataba se

• Tu to re d EAL lea rn ers ou tp erfo rm e d th eir p eers in bo th p ro gress io n an d th resh old m ea sures

• EAL le arn ers who re ceive d tuition a lso ou tp erfo rm e d non -E AL learne rs wh o did no t re ce ive tuition

* Similar data is available for KS4 (see KS4 Tuition Data Pack, March 2011)

2

How do schools tailor tuition for their pupils who are learning English as an additional language? “If I think in my own language and then translate into English, I think of all the different words (vocabulary) that I can use (when translating)” (Year 6 Pakistani boy) Findings from the schools visited Senior leaders and teachers identified the following common features of EAL pupils’ learning experiences:

Schooling is highly valued by parents/carers: education has high status and is seen as a vehicle for economic enhancement.

Any additional support may be viewed negatively by parents/carers because of a misapprehension that interventions are for pupils with special educational needs (SEN) or other learning difficulties.

Pupils may have regular community and/or faith commitments after school and at weekends.

Many EAL learners have abilities which they are unable to exploit because they lack fluency in the appropriate academic language.

A consistent approach to teaching and learning is needed for EAL learners; the pedagogy for tuition needs to reflect that of the whole school approach to teaching and learning for EAL learners.

EAL learners require a particularly interactive approach to teaching and learning. Tuition may not be appropriate for those beginning to learn English; group interactive approaches such as talk partners may be more suitable.

Some EAL learners are shy or may lack the confidence to speak English in class.

“I used to be so worried because he was so quiet at home, since he started tuition he hasn’t stopped asking questions” (Polish parent of Year 8 boy) In order to meet these specific needs, the tuition for EAL learners had the following features:

To ensure parents/carers fully understand the purpose of tuition, schools communicated in home languages (when needed) and encouraged parents to observe sessions.

Where appropriate, tutors fluent in relevant home languages were used. Prior to tuition, tutors visited tutees in class, carefully explaining the purpose

and expectations of tuition and negotiating targets. All tuition (English and mathematics) was focused on developing subject

specific language. Tutors used a variety of assessment for learning approaches to identify

misconceptions arising from language barriers, for example ‘reading 3 x 3’, where x is read as the letter ‘ex’ and not ‘times’ as in mathematics.

Updates on progress towards targets were regularly shared with parents/carers to celebrate success and maintain effective home/school links.

Tuition was offered flexibly, e.g. in school time and at weekends to ensure it did not clash with pupils’ community/faith commitments.

“Communications in home language (where necessary) secures buy in and a commitment...” (Headteacher)

“The fact that Saturday tuition fits in with after school religious education was particularly well received by the Bangladeshi community” (Headteacher)

This publication is available for download at http://www.education.gov.uk/schools/pupilsupport/inclusionandlearnersupport/onetoonetuition/b0056257/one-to-one-tuition-guidance-and-resources/resources © Crown copyright 2011 You may re-use this information (excluding logos) free of charge in any format or medium, under the terms of the Open Government Licence.

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